To increase the quality of education, in most countries, teachers have become the main issue. Recently, Indonesia in 2019, issued freedom of learning (Merdeka Belajar), and a 'driving teacher' policy (Guru Penggerak). Driving teachers is a policy that accompanies freedom of learning to enhance the competency of teachers. The primary purpose of this study was to examine the implications of driving teachers toward learning freedom; furthermore, to explore how teachers apply freedom of learning once receiving mentoring and training from the driving teacher policy; to explore the pedagogical development of teachers and teacher beliefs, in their dual-role as educators and curriculum implementers. This research relied on an interpretive paradigm to reveal the complex realities of elementary school teachers and the meaning of curriculum experiences. Thus, a qualitative approach underlines this research, at the ontological, epistemological, and methodological levels. This ontological qualitative (multiple reality) and epistemological (interaction with rather than separateness of participants) standpoint demand an 'ideographical' methodology. The ideographic method focuses on individual cases or events. Six teachers from six various schools participated in this study. The findings of this study report that the policy of 'driving teacher' has implications for the freedom of learning, and all participants apply freedom of learning in their class and contributes to the curriculum creatively despite each teacher are not equal in term of quality. The driving teacher's policy has succeeded in improving teacher pedagogic abilities through quality training. Yet, not all teachers become curriculum developers, only two teachers who come from high-status school backgrounds become curriculum developers entirely. Four teachers still become curriculum transmitters even though, they are willing to. Furthermore, the teachers' belief is very positive in freedom of learning, they are very enthusiastic and proactive in implementing freedom of learning in schools. However, the benefits and development experiences of each teacher are not the same. In addition, the quality of training and school background also influence competencies -soft skills and hard skills- and teachers' perceptions of curriculum reform.

Acknowledgment i
Dedication iii
Abstract iv
Table of Contents v
List of Figures viii
List of Tables ix
Declaration x

CHAPTER 1. INTRODUCTION 1
1.1 Background of the Study 1
1.2 Research Purpose 7
1.3 The Statement of Problem and Research Questions 8
1.4 Scope and Limitation 9
1.5 Definition of Key Terms 9
1.5.1. Driving Teacher 9
1.5.2. Freedom of Learning 10
1.5.3. Pedagogical Development 12
1.5.4. Teachers’ Beliefs 13
1.6 Organization of the Study 14

CHAPTER 2. LITERATURE REVIEW 15
2.1. Curriculum Reform in Indonesia: An Overview 15
2.2. Teacher Autonomy and Teaching Development 21
2.3. Pedagogical Development and Learning Outcome 26
2.4. Teachers’ Beliefs in Implementing Educational Reform 31

CHAPTER 3. METHODOLOGY OF RESEARCH 39
3.1. Research Design 39
3.2. Role of the Research 41
3.3. Research Participant 44
3.4. Research Procedure 44
3.5. Data Collection 46
3.6. Data Analyzes 47
3.7. Trustworthiness of the Research 48
3.8. Ethical Consideration 49

CHAPTER 4 FINDING AND DISCUSSION 51
4.1. Research Findings 51
4.1.1 Driving Teachers’ Policy Affect Practice of Learning Freedom 53
4.1.2 Teachers Implement Freedom of Learning in the Classroom While Creatively and Effectively Contributing to the Curriculum Development 55
4.1.3 Driving Teachers Effect Pedagogical Development of Teachers 57
4.1.4 Teachers Become Curriculum-Developers 60
4.1.5 Teachers’ Belief in Implementing Freedom of Learning upon Gaining Training and Mentoring 61

4.2 The Discussion of Finding 65
4.2.1 Driving teachers Affect Practice of Freedom of Learning 65
Gaining Much New Knowledge in Driving Teacher Training 69
Doing Diagnostic Assessment 71
Implement Differentiated Instruction in the Classroom 74
4.2.2 Teachers Implement Freedom of Learning in the Classroom While Creatively and Effectively Contributing to the Curriculum Development 80
Being Creative in Develop Curriculum 82
4.2.3 Driving Teachers Effect Pedagogical Development of Teachers 89
4.2.4 Teachers Become Curriculum-Developers and Curriculum-Transmitter, ‘the Dilemma of Textbook’ 94
Three Distinctive Styles of Teacher Content 97
4.2.5 Teachers’ Belief in Implementing Freedom of Learning upon Gaining Training and Mentoring 98
The quality of Training and Mentoring in Driving Teacher 102
Sociocultural Challenges 104

CHAPTER 5 CONCLUSION 107
5.1. Implication of the Study 108
5.2. Suggestion for Future Research 110
References 112
Appendix 123

Achinstein, B., & Rodney T., Ogawa. (2006). (In) Fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76(1), 30-63.
https://doi.org/10.17763/haer.76.1.e14543458r811864
Al-Amin, M., Munira, S., Jahan, I., Bhuson C. A., & Islam, U. N. (2021). Discrepancies between theoretical knowledge and implementation: Practice teachers’ views blended learning view project global healthcare financing policy and practice in Bangladesh. Journal of Research & Method in Education, 11, 27-34. https://doi.org/10.9790/7388-1101012734
Almerico, G. M. (2014). Building character through literacy with children’s literature. Research in Higher Education Journal, 26(1), 1-13.
http://doi.org/10.www.aabri.com/copyright.html
Apple, M. W. (2018). Critical curriculum studies and the concrete problems of curriculum policy and practice. Journal of Curriculum Studies, 50(6), 685-690.
https://doi.org/10.1080/00220272.2018.1537373
Apple, M. W. (2004). Ideology and curriculum: In Ideology and Curriculum: Third Edition. https://doi.org/10.4324/9780203487563
Asher, N. (2009). Considering curriculum questions and the public good in the postcolonial, global, 21st-Century context. Curriculum Inquiry, 39(1), 195-207. https://www.jstor.org/stable/25475957
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
https://doi.org/10.1016/j.tate.2010.08.007
Bandura, A. (1986). Social Foundation of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, Prentice Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2),117-148. http://dx.doi.org/10.1207/s15326985
Banner, I., Donnelly, J., & Ryder, J. (2012). Policy networks and boundary objects: Enacting curriculum reform in the absence of consensus. Journal of Curriculum Studies, 44(5), 577-598. https://doi.org/10.1080/00220272.2012.699558
Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV project, 25-48, Springer.
Bennis, W. G., Benne, K. D. & Chin, R. (1985). The Planning of Change. Holt, Rinehart & Winston.
Ben-Peretz, M. (2011). Teacher knowledge. What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27, 3-9. https://doi.org/10.1016/j.tate.2010.07.015
Benson, P. (2001). Teaching and Researching Autonomy. Language Learning. Longman
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. https://doi.org/10.1017/S0261444806003958
Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14 (3), 259-275. https://doi.org/10.1177/1362168810365236
Bjork, C. (2005). Indonesian education: Teachers, schools, and central bureaucracy. In Indonesian Education: Teachers, Schools, and Central Bureaucracy. 1(30),1-18. https://doi.org/10.4324/9780203959015
Biesta, G. J. J., & Tedder, M. (2007). Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults, (39), 132-149. https://doi.org/10.1080/02660830.2007.11661545
Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency, Journal of Curriculum Studies, 49(1), 38-54. https://doi.org/10.1080/00220272.2016.1205143
Biggs, J., & Collis, K. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy. Academic Press.
Blaikie, N. (2000). Designing Social Research. Polity Press.
Bloom, M., Fischer, J., & Orme, J. (2009). Evaluation Practice: Guidelines for the Accountable Professional. Allyn and Bacon.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing ‘One-Size-Fits-All’ to differentiated instruction affect teaching? Review of Research in Education, 43, (1),336-362. https://doi.org/10.3102/0091732X18821130
Brighouse, T. (2011). Decline and Fall: Are State Schools and Universities on the Point of Collapse? First Annual Lecture Oxford Education Society.
http://www.oxes.org.uk/wordpress/wp-content/uploads/2011
Brühwiler, C., & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95-108. https://doi.org/10.1016/j.learninstruc.2009.11.004
Carpenito-Moyet, L. J. (2007). Nursing Diagnosis: Application to Clinical Practice. Lippincott.
Carr, W., & Kemmis, S. (2004). Becoming Critical: Education, Knowledge and Action Research. Taylor & Francis.
Carter, S. L. (2008). A distributive model of treatment acceptability. Education and Training in Developmental Disabilities, 43(4), 411-420.
https://www.jstor.org/stable/23879672
Chang, M. C., Shaeffer, S., Al-Samarrai, S., Ragatz, A. B., de Ree, J., & Stevenson, R. (2013). Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy Making. The World Bank. https://doi.org/10.1596/9780821398296
Channa, A. (2016). Popularity of the decentralization reform and its effects on the quality of education. Prospects, 46(1), 131-147. https://doi.org/10.1007/s11125-016-93807
Cheung, D., & Wong, H. W. (2002). Measuring teacher beliefs about alternative curriculum designs. Curriculum Journal, 13(2), 225-248.
https://doi.org/10.1080/09585170210136868
Ciampa, K., & Wolfe, Z. M. (2021). Integrating character education into an elementary common core standards-aligned curriculum: a pilot study. Curriculum Perspectives, 41(1), 59-69. https://doi.org/10.1007/s41297-020-00116-2
Clark, C., & Peterson P. (1986). Teachers’ Thought Processes. Handbook of Research on Teaching. Macmillan, 255-296.
Clemente, M., Ramirez, E., & Dominguez, B. (2000). The selection of contents in school projects in Spain. Curriculum Inquiry, 30(3), 295-317.
http://doi.org/10.1111/0362-6784.00167
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge.
Cohen, D. K. (1990). Educational Evaluation and Policy a Revolution in One Classroom: The case of Mrs., Oublier. Analysis Fall.
Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119-142. https://doi.org/10.3102/01623737025002119
Cohen, L., Manion, L., Morrison, K., & Bell, R.C. (2011). Research Methods in Education. Routledge.
Cornbleth, C. (1995). Curriculum knowledge: Controlling the ‘great speckled bird. Educational Review, 47(2), 157-164. https://doi.org/10.1080/0013191950470203
Craig, C. J. (2001). The relationships between and among teachers' narrative knowledge, communities of knowing, and school reform: A case of the Mon-key's Paw. Curriculum Inquiry, 31(3), 303-331. http://dx.doi.org/10.1111/0362- 6784.00199
Creswell, J. W. (2009). Research Design (Pendekatan Kualitatif, Kuantitatif, dan Mixed). Pustaka Pelajar.
Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25, 5-17. https://doi.org/10.2307/1176043
Day, C., & Smethem, L. (2009). The effects of reform: Have teachers really lost their sense of professionalism? Journal for Educational Change,10, 141-57. https://doi.org/10.1007/s10833-009-9110-5
De Grauwe, A. (2005). Improving the quality of education through school-based management: Learning from international experiences. International Review of Education, 51(4), 269-287. http://doi.10.1007/s11159- 005-7733-1
Denscombe, Martyn. (1998). The Good Research Guide: For Small-Scale Social Research Projects. Open University Press.
Desimone, L. M. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72(3), 433-479.
https://doi.org/10.3102/00346543072003433
Dewi, A. U. (2021). Curriculum reform in the decentralization of education in Indonesia: Effect on students’ achievements. Cakrawala Pendidikan, 40(1), 158-169. https://doi.10.21831/cp.v40i1.33821
Di Gropello, E., & Marshall, J. H. (2011). Decentralization and educational performance: Evidence from the PROHECO Community School Program in rural Honduras. Education Economics, 19(2), 161-180. https://doi.org/10.1080/09645290902992816
Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers’ acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57.
https://doi.org/10.1016/j.tate.2015.06.003
Dikilitas, K., M., & Simon E. (2018). Teacher autonomy development through reading teacher research: agency, motivation and identity. Innovation in Language Learning and Teaching, 13(3), 253-266.
https://doi.org/10.1080/17501229.2018.1442471
Easton, J. E., & Erchul, W. P. (2011). An exploration of teacher acceptability of treatment plan implementation: Monitoring and feedback methods. Journal of Educational and Psychological Consultation, 21(1), 56-77.
https://doi.org/10.1080/10474412.2011.544949
Elliott, J. (1991). Action Research for Educational Change. Open University Press.
Erss, M., Kalmus, V., & Autio, T. (2016). Walking a fine line: Teachers’ perception of curricular autonomy in Estonia, Finland and Germany. Journal of Curriculum Studies, 48(5), 589-609. https://doi.org/10.1080/00220272.2016.1167960
Fahey, J. (2012). Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding. IB Publishing.
Fahmi, M., Maulana, A., & Yusuf, A. A. (2011). Teacher Certification in Indonesia: A Confusion of Means and Ends. Department of Economics Padjadjaran University.
Feldman, A. (2000). Decision making in the practical domain: A model of practical conceptual change. Science Education, 84(5), 606-623.
https://doi.org/10.1002/1098-237X
Janine T. R, (2015). Curriculum materials in mathematics education reform: Framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315-342. http://dx.doi.org/10.1111/0362-6784.00130
Fishman, B. J., & Davis, E. A. (2006). Teachers Learning Research and the Learning Sciences. The Cambridge Handbook of the Learning Sciences, 535-559. University Press.
Fullan, M. (1985). Change processes and strategies at the local level. The Elementary School Journal, 85(3), 391-421. https://doi.org/10.1086/461411
Fullan, M. (2007). The New Meaning of Educational Change. Change.
Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn’t. Phi Delta Kappan, 73(10), 744-752.
Garvin, D. A., & Roberto, M. (2005). Change through persuasion. Harvard Business Review, 83(2), 104-112.
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational Research: An Introduction. Allyn & Bacon.
George, P. S. (2005). A rationale for differentiating instruction in the regular classroom. Theory Into Practice, 44(3), 185-193. https://doi.org/10.1207/s15430421tip4403_2
Gerrard, J., & Farrell, L. (2014). Remaking the professional teacher: Authority and curriculum reform. Journal of Curriculum Studies, 46(5), 634-655. https://doi.org/10.1080/00220272.2013.854410
Geringer, J. (2003). Reflections on professional development: Toward high-quality teaching and learning. PDK International, 84(5), 373-380.
https://doi.org/10.1177/003172170308400510
Gess-Newsome, J., & Lederman, N. G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32(3), 301-325. http://dx.doi.org/10.1002/ tea.3660320309
Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Sociology Press.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. The Teachers College Record, 103, 942-1012.
http://www.tcrecord.org/Content.asp?ContentID=10833
Guba, E. S., & Lincoln, Y. S. (1994). Competing Paradigms in Qualitative Research. In N. K. Denzin, & Y. S. Lincoln. (eds) Handbook of Qualitative Research,105-117. Sage.
Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. Thousand Oaks. Sage.
Grenville-Cleave, B. & Boniwell, I. (2012). Surviving or thriving? Do teachers have lower perceived control and well-being than other professions? Management in Education, 26(1), 3-5. https://doi.org/10.1177/0892020611429252
Haapaniemi, J., Salla V., Anne, M., & Palojoki, P. (2021). Amplifying the voice of pupils: Using the diamond ranking method to explore integrative and collaborative learning in home economics education in Finland, Journal of Curriculum Studies, 53(4), 546-562. https://doi.org/10.1080/20004508.2021.1966888
Haapaniemi, J., Salla, V., Malin, A., & Palojoki, Päivi. (2021). Teacher autonomy and collaboration as part of integrative teaching-reflections on the curriculum approach in Finland. Journal of Curriculum Studies, 53(4), 546-562.
https://doi.org/10.1080/20004508.2021.1966888
Hadiyanto, N., Syamsurizal, M., & Krisantia, I. (2021). Students’ soft skills, hard skills, and competitiveness (SHC): A suggested model for Indonesian higher education curriculum. International Journal of Learning, Teaching and Educational Research, 20(2), 218-234. https://doi.org/10.26803/ijlter.20.2.12
Hall, C., & Kidman, J. (2004). Teaching and learning: Mapping the contextual influences. International Education Journal, 5(3), 331-343.
Hamzah, H. (2013). Manajemen peningkatan mutu pendidikan berbasis sekolah. Hunafa: Jurnal Studia Islamika, 10(1), 151-175. https://doi.org/10.24239/jsi.v10i1.23.151-175
Hammond, L., D. (1998). Teachers and teaching: Testing policy hypotheses from a national commission report. Educational Research, 27(1), 5-15.
https://doi.org/10.3102/0013189X027001005
Hasan, S. H. (2009). Evaluasi Kurikulum. Remaja Rosdakarya.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Hargreaves, A., & Shirley, D. (2012). The Global Fourth Way: The Quest for Educational Excellence. Corwin Press.
Hopmann, S. T. (2003). On the evaluation of curriculum reforms. Journal of Curriculum Studies, 35(4), 459-478. https://doi.org/10.1080/00220270305520
Hoyle, E., & Wallace, M. (2009). Leadership for Professional Practice, in Gerwirtz, S., Mahony, P., Hextall, I. and Crib, A. (eds), Changing Teacher Professionalism; International Trends, Challenges and Ways Forward. Routledge, C17, 204-214.
Huang, J. (2005). Teacher Autonomy in Language Learning: A Review of the Research. In K.R. Katyal, H.C. Lam & X.J. Ding (eds), Research Studies in Education 3, 203-218. The University of Hong Kong. Faculty of Education.
Hübner, N., Wagner, W., Hochweber, J., Neumann, M., & Nagengast, B. (2020). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades. Journal of Educational Psychology, 112(1), 204-220. https://doi.org/10.1037/edu0000351
Hughes, S., & Lewis, H. (2020). Tensions in current curriculum reform and the development of teachers’ professional autonomy. Curriculum Journal, 31(2), 290-302. https://doi.org/10.1002/curj.25
Jeong, D. W., Lee, H. J., & Cho, S. K. (2017). Education decentralization, school resources, and student outcomes in Korea. International Journal of Educational Development, 53, 12–27. https://doi.Org/10.1016/j.ijedudev.2016.12.003
Jiménez R. M., & F. Vieira. (2015). Enhancing Autonomy in Language Education: A Case-Based Approach to Teacher and Learner Development. De Gruyter Mouton.
Jiménez R. M., & F. Vieira. (2018). Teacher Education for Autonomy: Case Pedagogy as An Empowering Interspace Between Reality and Ideals, in Space, Place and Autonomy in Language Learning, Routledge, 97-112.
Kim, J., & P. Youngs. (2016). Promoting instructional improvement or resistance? A comparative study of teachers’ perceptions of teacher evaluation policy in Korea and the USA. Compare: A Journal of Comparative and International Education, 46 (5), 723-744. https://doi:10.1080/03057925.2015.1057478
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97. https://doi.org/10.1016/j.tate.2003.10.002
Kristiansen, S., P. (2006). Decentralising education in Indonesian. International Journal of Educational Development, 26(5), 513-531.
https://doi.10.1016/j.ijedudev.2005.12.003
Ketterlin-Gelle, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(16), 1-11. https://doi.org/10.7275/vxrk-3190
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332
Kemendikbud, (2020). Merdeka belajar. materi rapat koordinasi dengan Kepala Dinas Pendidikan Seluruh Indonesia.
http://bppauddikmasntt.kemdikbud.go.id/index.php/sistem-informasi/75-asesmen-kompetensi-minimum-dan-survei-karakter-gantikan-ujian-nasional
Khmelkov, V. T. (2000). Developing professionalism: Effects of school workplace organization on novice teachers’ sense of responsibility and efficacy. Dissertation Abstracts International, 61(4).
Kholisdinuka, A. (2020). Lebih dari guru biasa, guru penggerak Kemendikbud bakal punya tugas ini. https://news.detik.com
Kirk, D., & Mac. Donald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33(5), 551-567.
http://dx.doi.org/10.1080/0022027001001687
Kinyaduka, B. D. (2017). Why are we unable bridging theory-practice gap in context of plethora of literature on its causes, effects and solutions? Journal of Education and Practice, 8(6), 102-105.
Klein, M. F. (1994). The toll for curriculum reform. Peabody Journal of Education, 69(3), 19-34. https://doi.org/10.1080/01619569409538775
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education 27, 5-23.
https://doi.org/10.1023/A:1020464222360
Kusumawardhani, P. N. (2017). Does teacher certification program lead to better quality teachers? Evidence from Indonesia. Education Economics, 25(6), 590-618. https://doi.org/10.1080/09645292.2017.1329405
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA. Sage.
Kvale, S., & Brinkmann, S. (2015) Interviews: Learning the craft of qualitative research interviewing. Thousand Oaks. Sage.
Lai, M. (2010). Teacher development under curriculum reform: A sase study of a junior-high school in Mainland China. International Review of Education 56, (5-6), 613-631. https://doi.10.1007/s11159-010-9181-9
Lennert da Silva, A. L. & Mølstad C. E. (2020). Teacher autonomy and teacher agency: A comparative study in Brazilian and Norwegian lower secondary education. 4(2), 64-83. https://doi.org/10.7577/njcie.3721
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164.
https://doi.org/10.3200/tchs.81.4.161-164
Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76, 591-596.
Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education. 24(14), 1-21. https://doi.org/10.1080/13603116.2020.1813450
Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. Politics & Society, 10(1), 1-16.
https://doi.org/10.1177/003232928001000113
Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public services. The American Political Science Review, 76(1), 145-146.
https://doi.org/10.2307/1960475
Little, D (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182. https://doi.org/10.1016/0346-251X(95)00006-6
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in Educational Research: From Theory to Practice. John Wiley & Sons.
Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
https://doi.org/10.3102/01623737015002129
Lofthouse, R., & Thomas, U., (2017). Concerning collaboration: teachers’ perspectives on working in partnerships to develop teaching practices. Professional Development in Education, 43(1),1-21.
https://doi.org/10.1080/19415257.2015.1053570
Losos, L. W. (2000). Comparing the Motivation Levels of Public, Private and Parochial High School Teachers. UMI Microform.
Manzano V. B. (2017). Teacher development for autonomy: An exploratory review of language teacher education for learner and teacher autonomy. Innovation in Language Learning and Teaching 23, 1-12.
http://doi.org/10.1080/17501229.2016.1235171
Mayrowetz, D. (2009). Instructional practice in the context of converging policies: Teaching mathematics in inclusive elementary classrooms in the standards reform era. Educational Policy, 23(4), 554-588.
https://doi.org/10.1177/0895904807312472
McGrath, I. (2000). Teacher Autonomy. In B. Sinclair, I. McGrath & T. Lamb (eds.) Learner Autonomy, Teacher Autonomy: Future Directions. Longman. 100-110.
MacBeath, J. (2012). Future of Teaching Profession, Brussels. Education International Research Institute.
Maguire, M., S. Ball, & A. Braun. (2010). Behaviour, classroom management, and students’ control: Enacting policy in the English Junior-High School. International Studies in Sociology of Education 20 (2), 153-170.
https://doi:10.1080/09620214.2010.503066
Machin, S., & Vernoit, J. (2011). Changing school autonomy: Academy schools and their introduction to England’s Education. Centre for the Economics of Education, http://cee.lse.ac.uk/ceedps/ceedp123
Makarim, N. (2019). Mendikbud tetapkan empat pokok kebijakan pendidikan merdeka belajar, (nd). https://www.kemdikbud.go.id/main/blog/2019/12/
Mausethagen, S., & Mølstad, C. E. (2015). Shifts in curriculum control: Contesting ideas of teacher autonomy. Nordic Journal of Studies in Educational Policy, (2), 30-41. https://doi.org/10.3402/nstep.v1.28520
McLaughlin, M.W. (1987). Learning from experience: Lessons from policy implementation. Educational Evaluation and Policy Analysis, 9(2), 171-178. https://doi.org/10.2307/1163728
Meirink, J. A., Meijer, P. C. & Verloop, N. (2009). How do teachers learn in the workplace? An examination of teacher learning activities. European Journal of Teacher Education, 32(3), 209-224. https://doi.org/10.1080/02619760802624096
Magnus, F., (2015). Three forms of professional autonomy: deprofessionalisation of teachers in a new light. Nordic Journal of Studies in Educational Policy, 2, 20-29. https://doi.org/10.3402/nstep.v1.28-64
Musanna, Al. (2016). Reformulasi keyakinan guru dalam implementasi kurikulum reformulation of teacher beliefs in curriculum implementation. Jurnal Pendidikan dan Kebudayaan, 1(2), 219-234. https://doi.org/10.24832/jpnk.v1i2.762
Miriam H., & Dekkers, J. (2019). What role do teachers’ beliefs play in the implementation of educational reform? Nepali teachers’ voice. Teaching and Teacher Education, 86, 102-117. https://doi.org/10.1016/j.tate.2019.102917
Mukminin, A., Habibi, A., Prasojo, L. D., Idi, A., & Hamidah, A. (2019). Curriculum reform in indonesia: Moving from an exclusive to inclusive curriculum. Center for Educational Policy Studies Journal, 9(2), 53-72. https://doi.org/10.26529/cepsj.543
Mustofa, Karya, D. F., Halim, A. (2021). Indonesian students’ perception of gender equity in education. Pegem Journal of Education and Instruction,11(4),185-196. https://doi.org/10.47750/pegegog.11.04.18
Nadiem, M. (2020). Pemaparan program guru dalam peluncuran merdeka belajar episode 5 tentang guru penggerak. https://youtu.be/X6vP4AkEsLM
Nita, N., Nita, N. I. (2019). Pedagogical competence development of university teachers with non-education background: The case of a large university of education in Indonesia. International Journal of Education, 11(2), 169-177. https://doi.org/10.17509/ije.v11i2.15711
Olli-Pekka, M., Vaisanen, P., & Savolainen., H. (2012). Teacher education in Finland: A review of a national effort for preparing teachers for the future. The Curriculum Journal, 23(4), 567-584.
http://dx.doi.org/10.1080/09585176.2012.731011
Olson, J. (1981). Teacher influence in the classroom: A context for understanding curriculum translation’. Instructional Science, 10, 259-275.
https://doi.org/10.1007/BF00139803
Olsson, T., Martensson, K., & Roxa, T. (2010). Pedagogical Competence: A Development Perspective from Lund. Uppsala University.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
https://doi.org/10.3102/00346543062003307
Pantic, N., & Wubbels, T. (2012). Competence-based teacher education: A change from ‘didaktik’ to curriculum culture? Journal of Curriculum Studies, 44(1), 61-87. https://doi.org/10.1080/00220272.2011.620633
Park, M., & Sung, Y. K. (2013). Teachers’ perceptions of the recent curriculum reforms and their implementation: What can we learn from the case of Korean elementary teachers? Asia Pacific Journal of Education, 33(1), 15-33.
https://doi.org/10.1080/02188791.2012.756391
Parker, G. (2015). Teachers’ autonomy. Research in Education, 93(1), 19-33. https://doi.org/10.7227/RIE.0008
Pearson, L. C., & Hall, B. W. (1993). Initial construct validation of the teaching autonomy scale. The Journal of Educational Research, 86(3), 172-178.
https://doi.org/10.1080/00220671.1993.9941155
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism, Educational Research Quarterly, 29 (1), 38-54.
Pitt, A. (2010). On having one’s chance: Autonomy as education’s limit. Educational Theory, 60(1), 1-18. https://doi.org/10.1111/j.1741-5446.2009.00342.x
Porter, R. E., Fusarelli, L. D., & Fusarelli, B. C. (2015). Implementing the common core: How educators interpret curriculum reform? Educational Policy, 29(1), 111-139. https://doi.org/10.1177/0895904814559248
Priestley, M., Biesta, G., & Robinson, S. (2014). Teachers as agents of change: Teacher agency and emerging models of curriculum. Reinventing the Curriculum. https://doi.org/10.5040/9781472553195.ch-010
Qoyyimah, U. (2018). Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java, Indonesia. Compare: A Journal of Comparative and International Education, 48(4), 571-589. https://doi.org/10.1080/03057925.2017.1334536
Rahman, A. A. (2019). Decentralised education policy in Indonesia: Intended outcomes and remaining challenges. Exchanges: The Interdisciplinary Research Journal, 6(2), 30-47. https://doi.org/10.31273/eirj. V6i2.240
Raihani, R. (2007). Education reforms in Indonesia in the twenty-first century. International Education Journal, 8(1), 172-183.
https://www.researchgate.net/publication/292764397
Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). Free Press.
Sahlberg, P. (2011). Finnish Lessons: What Can the World Learn from Educational Change in Finland. Teachers College Press.
Sahlberg, P. (2015). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? Teachers College Press.
Satriawan, W., Santika, I. D., & Naim, A. (2021). Guru penggerak dan transformasi sekolah dalam kerangka inkuiri apresiatif. Al-Idarah: Jurnal Kependidikan Islam, 11(1), 1-12. https://doi.org/10.24042/alidarah.v11i1.7633
Shawer, S. F., Gilmore, D., & Banks-Joseph, S. (2008). Student cognitive and affective development in the context of classroom-level curriculum development. Journal of the Scholarship of Teaching and Learning, 8(1), 1-28.
https://www.researchgate.net/publication/234698098
Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education: An International Journal of Research and Studies, 26(2), 173-184. http://dx.doi.org/10.1016/j.tate.2009.03.015
Shawer, S. F. (2012). Standardized Assessment and Test Construction Without Anguish: The Complete Step-by-Step Guide to Test Design, Administration, Scoring, Analysis, and Interpretation. Nova Science Publishers.
Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313. http://dx.doi.org/10.1016/j.tate.2016.12.017
Shen, J. (1997). Structure of the theoretical concept of educational goals: A test of factorial validity. Journal of Experimental Education (65), 342-352.
https://www.jstor.org/stable/20152535
Shulman LS (1986). Paradigms and Research Programs in the Study of Teaching: A Contemporary Perspective. Handbook Of Research on Teaching. Macmillan Publishing Company, 3-36.
Sibagariang, D., Sihotang, H., & Murniarti, E. (2021). Peran guru penggerak dalam Pendidikan merdeka belajar di Indonesia. Jurnal Dinamika Pendidikan, 14(2),88-99. https://doi.org/10.51212/jdp.v14i2.53
Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to construct their practice: The mediating role of teachers’ zone of enactment. Journal of Curriculum Studies, 31(2), 143-175. https://doi.org/10.1080/002202799183205
Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage.
Stigler, JW., & Hiebert, J. (2009). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. Updated With a New Preface and Afterword. Free Press.
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Sage.
Suryadi, B. (2013). Evaluasi penyelenggaraan ujian nasional tahun 2013. Evaluation of national examination. http://repository.uinjkt.ac.id
Schreier, M. (2018). Sampling and generalization. The Sage handbook of qualitative data collection, Sage, 84-98.
Smith, R., & Erdoğan, S. (2008). Teacher-Learner Autonomy. Programmed Goals and Student–Teacher Constructs. Learner And Teacher Autonomy. Concepts, Realities and Responses. John Benjamin, 83-102.
Suratno, T. (2014). The education ystem in Indonesia at a time of significant changes. Revue Internationale d’éducation de Sèvres.
Tan G. Shim, G., Shakawi, A. M. H. A., & Azizan, F. L. (2017). Relationship between students’ diagnostic assessment and achievement in a pre-university mathematics Course. Journal of Education and Learning, 6(4), 364-371.
https://doi.org/10.5539/jel.v6n4p364
Terhart, E. (2013). Teacher resistance against school reform: Reflecting an inconvenient truth. School Leadership & Management, 33(5), 486-500.
https://doi.org/10.1080/13632434.2013.793494
Thomas, S. L. (2006). Sampling: Rationale and rigor in choosing what to observe. F. C. Clifton & R. C. Serlin (Eds). The SAGE Handbook for Research in Education: Engaging ideas and enriching inquiry. Sage, 393-404.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Association for Supervision and Curriculum Development.
Trigwell, K., & Prosser, M. (2020.). Exploring University Teaching and Learning Experience and Context. Springer.
Turner, J. Meyer D.K., & Christensen, A. (2009). Teachers’ Beliefs about Student Learning and Motivation. International Handbook of Research on Teachers and Teaching. Springer, 361-371.
Utami, I. G. A. L. P. (2015). Teacher certification program in Indonesia: Problems and recommendation for the betterment of the program. International Journal of English and Education, 4(2), 471-481.
Valijarvi, J. P., Linnankyla, P., Kupari, P., Reinikainen, I., & Arffman. (2002). The Finnish success in PISA and some reasons behind it: PISA 2000. Institute for Educational Research.
Watkins, M., & Noble, G. (2013). Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus. Bloomsbury Academic.
Wermke, W., Olason Rick, S., & Salokangas, M. (2019). Decision-making and control: Perceived autonomy of teachers in Germany and Sweden. Journal of Curriculum Studies, 51(3), 306-325. https://doi.org/10.1080/00220272.2018.1482960
Windshitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72, 131-175.
https://doi.org/10.3102/00346543072002131
Yin, R., (1994). Case Study Research: Design and Methods. Beverly Hills. Sage Publishing.
You, Y., & Morris, P. (2016). Imagining school autonomy in high-performing education systems: East Asia as a source of policy referencing in England. Compare: A Journal of Comparative and International Education, 46(6), 882-905.
https://doi.org/10.1080/03057925.2015.1080115
Zhao, Z. (2013). An overview of studies on diagnostic testing and its implication for the development of diagnostic speaking test. International Journal of English Linguistics, 3(1), 41-45. https://doi.org/10.5539/ijel.v3n1p41